Portsmouth High School Analyzed for Context in District, School, and Community
The context reports you have before you is intended to give you an inside look into Portsmouth High School, in Portsmouth, Rhode Island. It is tailored to questions that parent’s may ask before enrolling a child in this school. It addresses issues in regards to Community, District and the school itself. This is not intended to be a sole tool of decision, merely an informational read about this school and its facts. The information will spell out the opportunities for students, the quality of environment, the qualifications of teachers and several other topics pertaining to the districts capabilities to foster a students education. The information can be used by parents, teachers, administrators, or even students themselves. NICE INTRO.
A Description of the Portsmouth Community
Portsmouth is one of three towns on Aquidneck Island. Portsmouth shares it's southern border with Middletown with is north of Newport. Those three townships make up Aquidneck Island. With a population of 17,000 Portsmouth have only 4.2% minorities. The US is comprised of approximately 25% minorities in comparison (US Census Bureau, American Factfinder, 2007). Approximately 69% of the town's population, aged 16 years or older is employed. In 1999, the average household income was $58,000, almost $20,000 more than the national average, and only 2% of families are below the poverty level (US Census Bureau, American Factfinder, 2007). The poverty level which is extremely low is unfortunate by any means, but it conversely means that many households have the ability to pay fair amounts of money into the public school system for the town. It is safe to say that Portsmouth overall is a financially secure township, as evidenced by the findings in the most recent census. In 2005 the Portsmouth Police reported having only 7 violent crimes, and only 255 property crimes (Uniform Crime Reports, 2007) These numbers are not drastically lower than the surrounding communities, but that also lends itself to the counties safety. There is certainly not a feeling of nervousness about being unsafe at any time anyplace in Portsmouth.
The Portsmouth District
In the Portsmouth district over 90% of students attend public institutions. The numbers report that no students in the district are ESL students and also that no students are receiving special education program assistance (School Reports, Infoworks.ride.uri.edu, 2007). Similar to the township, the vast majority of students are of European decent, 95% to be precise, with 2% Asian, 2% African-American, and 1% Hispanic (School Reports, Infoworks.ride.uri.edu, 2007). In regards to the State School Accountability for Learning and Teaching surveys, the teacher and parent responses are above the state averages while student participation is below average (School Reports, Infoworks.ride.uri.edu, 2007). Academic numbers are typically found to be above average in Portsmouth. The attendance rate is at 95% and the dropout rate is ironically 5%. Across the grade structure the suspension rates are well below the state averages, the extreme case being 48% lower than the state average for high school suspensions per 100 students (5% vs. 53%) (School Reports, Infoworks.ride.uri.edu, 2007).
Portsmouth High School
Portsmouth High School is both academically effective and fiscally efficient. Inside the classrooms the teacher student ratio sits just below the state average of 1:11 at a cozy 1:12. The district has achieved 100% high performing on standardized testing and is classified as making adequate yearly progress. Though the Districts per-student expenditures are slightly below the state averages in almost all categories ( Less than $500), specifically general education however, Portsmouth, out pays the state average slightly ( $400) (School Reports, Infoworks.ride.uri.edu, 2007) . Portsmouth teachers report that 15% of them have been teaching in their fields for over 25 years, and that 35% of them have not been in the same building for more than 3 years. This demonstrates that a mature knowledge base exists throughout the school and the district as a whole. However 21% of teachers report that inadequate training is a moderate to major problem (School Reports, Infoworks.ride.uri.edu, 2007).
The High School itself mirrors the town and district demographics. The main populous is white Americans with incomes that are mean level with the national average of $50,000 (US Census Bureau, American Factfinder, 2007). In all levels of testing the High school is rated as a High Performing, and in only one category, math with students with disabilities, did they not exceed the state goal (School Reports, Infoworks.ride.uri.edu, 2007). The performance progress has consistently been above average. Of the 11 targets established in the No Child Left Behind Act, Portsmouth High School met or exceeded the standards.
School safety is one of the countries most pressing concerns about our children. In the eyes of the students, 18% of them say not getting along with teachers is a moderate to big hassle, 28% say that they have been robbed, 10% say that being teased is a hassle, and 33% of students report being offered drugs. This is an example of imperfections found anywhere, but there is no overwhelming problem (School Reports, Infoworks.ride.uri.edu, 2007).
Portsmouth High School seniors had the opportunity to take advance placement tests to further their college transcripts. Of the senior class 42% took the tests, and of that 68% achieved college level mastery of the said subject in question. These numbers can be used to look into the educational possibilities available to the students. The teaching provided puts the students at college level mastery of the subjects to which they study (School Reports, Infoworks.ride.uri.edu, 2007).
Portsmouth is an example of a middle of the road, financially sound, and academically effective community. Reporting shows that the education provided to Portsmouth students consistently exceeds the averages and standards set by the US government as well as the state. This would be a sound choice for a prospective student. The child is going to a relatively safe environment with great educational potential.
References
02871 - Fact Sheet - American FactFinder. (2007) Retrieved October 10, 2007, from www.census.gov
Evaluation / Feedback for EDC 102 Context Statement
Total Score for this Evaluation: 34 /35 pts
Rubric
Introduction = 5 / 5 pts.
5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3 - Intro names the school/district/community but not much else.
2 - Intro fails to name the school, district, and community.
0 - No introduction section is apparent.
Organization = 5/ 5 pts.
5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.
4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.
3 - Report is missing one of the sections.
2 - Report is missing more than one section.
0 - Report does not include any sections.
Strengths and constructive comments about report's organization:
Mechanics = 5/ 5 pts.
5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.
and
There are extremely few typos and misspelled words in the report.
4 - Most information is cited using APA style.
and/or
There are a noticeable number of typos or misspellings.
3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.
and/or
There are many typos, misspellings, or other writing errors.
2 - Most of the report's information is not cited, or APA style was not used.
0 - Report does not include a Reference section.
Strengths and constructive comments about report's organization:
Conclusion = 5/ 5 pts.
5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4 - Conclusion reviews analysis of school, district and community.
3 - Conclusion does not refer back to report findings.
0 - No conclusion section is apparent.
Strengths and constructive comments about conclusion:
Creativity = 5/ 5 pts.
5 - Report is written in an engaging style.
4 - Report has some interesting sections.
3 - Report generally reports information without seemingly without purpose.
GOOD TONE; NICE THE WAY YOU TRIED TO ANSWER YOUR AUDIENCE'S QUESTIONS.
Thoroughness = 9/10 pts
5 - Report includes at least ten different facts in each section (school, community, district) and
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
4 - Report includes at least eight different facts in each section and
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
3 - Report includes at least six different facts in each section and
compares some of the figures to other relevant figures
2 - Report includes at least four different facts in each section and
compares some of the figures to other relevant figures.
0 - Report includes less than four different facts for any section or
fails to compare any figures with other relevant figures.
EACH OF THE PDFS FROM INFO WORKS THAT YOU USED SHOULD BE CITED SEPARATELY.
Portsmouth High School Analyzed for Context in District, School, and Community
The context reports you have before you is intended to give you an inside look into Portsmouth High School, in Portsmouth, Rhode Island. It is tailored to questions that parent’s may ask before enrolling a child in this school. It addresses issues in regards to Community, District and the school itself. This is not intended to be a sole tool of decision, merely an informational read about this school and its facts. The information will spell out the opportunities for students, the quality of environment, the qualifications of teachers and several other topics pertaining to the districts capabilities to foster a students education. The information can be used by parents, teachers, administrators, or even students themselves. NICE INTRO.
A Description of the Portsmouth Community
Portsmouth is one of three towns on Aquidneck Island. Portsmouth shares it's southern border with Middletown with is north of Newport. Those three townships make up Aquidneck Island. With a population of 17,000 Portsmouth have only 4.2% minorities. The US is comprised of approximately 25% minorities in comparison (US Census Bureau, American Factfinder, 2007). Approximately 69% of the town's population, aged 16 years or older is employed. In 1999, the average household income was $58,000, almost $20,000 more than the national average, and only 2% of families are below the poverty level (US Census Bureau, American Factfinder, 2007). The poverty level which is extremely low is unfortunate by any means, but it conversely means that many households have the ability to pay fair amounts of money into the public school system for the town. It is safe to say that Portsmouth overall is a financially secure township, as evidenced by the findings in the most recent census. In 2005 the Portsmouth Police reported having only 7 violent crimes, and only 255 property crimes (Uniform Crime Reports, 2007) These numbers are not drastically lower than the surrounding communities, but that also lends itself to the counties safety. There is certainly not a feeling of nervousness about being unsafe at any time anyplace in Portsmouth.
The Portsmouth District
In the Portsmouth district over 90% of students attend public institutions. The numbers report that no students in the district are ESL students and also that no students are receiving special education program assistance (School Reports, Infoworks.ride.uri.edu, 2007). Similar to the township, the vast majority of students are of European decent, 95% to be precise, with 2% Asian, 2% African-American, and 1% Hispanic (School Reports, Infoworks.ride.uri.edu, 2007). In regards to the State School Accountability for Learning and Teaching surveys, the teacher and parent responses are above the state averages while student participation is below average (School Reports, Infoworks.ride.uri.edu, 2007). Academic numbers are typically found to be above average in Portsmouth. The attendance rate is at 95% and the dropout rate is ironically 5%. Across the grade structure the suspension rates are well below the state averages, the extreme case being 48% lower than the state average for high school suspensions per 100 students (5% vs. 53%) (School Reports, Infoworks.ride.uri.edu, 2007).
Portsmouth High School
Portsmouth High School is both academically effective and fiscally efficient. Inside the classrooms the teacher student ratio sits just below the state average of 1:11 at a cozy 1:12. The district has achieved 100% high performing on standardized testing and is classified as making adequate yearly progress. Though the Districts per-student expenditures are slightly below the state averages in almost all categories ( Less than $500), specifically general education however, Portsmouth, out pays the state average slightly ( $400) (School Reports, Infoworks.ride.uri.edu, 2007) . Portsmouth teachers report that 15% of them have been teaching in their fields for over 25 years, and that 35% of them have not been in the same building for more than 3 years. This demonstrates that a mature knowledge base exists throughout the school and the district as a whole. However 21% of teachers report that inadequate training is a moderate to major problem (School Reports, Infoworks.ride.uri.edu, 2007).
The High School itself mirrors the town and district demographics. The main populous is white Americans with incomes that are mean level with the national average of $50,000 (US Census Bureau, American Factfinder, 2007). In all levels of testing the High school is rated as a High Performing, and in only one category, math with students with disabilities, did they not exceed the state goal (School Reports, Infoworks.ride.uri.edu, 2007). The performance progress has consistently been above average. Of the 11 targets established in the No Child Left Behind Act, Portsmouth High School met or exceeded the standards.
School safety is one of the countries most pressing concerns about our children. In the eyes of the students, 18% of them say not getting along with teachers is a moderate to big hassle, 28% say that they have been robbed, 10% say that being teased is a hassle, and 33% of students report being offered drugs. This is an example of imperfections found anywhere, but there is no overwhelming problem (School Reports, Infoworks.ride.uri.edu, 2007).
Portsmouth High School seniors had the opportunity to take advance placement tests to further their college transcripts. Of the senior class 42% took the tests, and of that 68% achieved college level mastery of the said subject in question. These numbers can be used to look into the educational possibilities available to the students. The teaching provided puts the students at college level mastery of the subjects to which they study (School Reports, Infoworks.ride.uri.edu, 2007).
Portsmouth is an example of a middle of the road, financially sound, and academically effective community. Reporting shows that the education provided to Portsmouth students consistently exceeds the averages and standards set by the US government as well as the state. This would be a sound choice for a prospective student. The child is going to a relatively safe environment with great educational potential.
References
02871 - Fact Sheet - American FactFinder. (2007) Retrieved October 10, 2007, from www.census.gov
School Reports. (2007) Retrieved October 6, 2007, from http://infoworks.ride.uri.edu/2007/queries/FindSch.asp
Uniform Crime Reports of . (2007) Retrieved October 10, 2007, from http://www.disastercenter.com/rhodeisl/crime/11839.htm
Created at www.bibme.org
Peer Edit by Kaitlyn
peer edit
peer edit
Evaluation / Feedback for EDC 102 Context Statement
Total Score for this Evaluation: 34 /35 pts
Rubric
Introduction = 5 / 5 pts.
Organization = 5/ 5 pts.
Mechanics = 5/ 5 pts.
and
There are extremely few typos and misspelled words in the report.
and/or
There are a noticeable number of typos or misspellings.
and/or
There are many typos, misspellings, or other writing errors.
Conclusion = 5/ 5 pts.
Creativity = 5/ 5 pts.
Thoroughness = 9/10 pts
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
compares some of the figures to other relevant figures
compares some of the figures to other relevant figures.
fails to compare any figures with other relevant figures.
OVERALL, VERY GOOD JOB.